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Introduction: This study investigates the effectiveness of the segmentation principle from the cognitive theory of multimedia learning as well as the effectiveness of the generative learning strategy of summarization in immersive virtual reality (IVR) within a sample of preadolescents. Although previous research has supported the effectiveness of these instructional methods in multimedia learning, it remains unclear whether segmentation, summarization or the combination of both are superior to a stand‐alone IVR lesson in facilitating learning. Methods: To address this gap, 190 sixth to seventh grade students learned about the human body in an IVR lesson. Students were randomly assigned to one of four experimental conditions: (a) an IVR lesson divided into four segments (segmentation condition); (b) an IVR lesson, where students summarized after the entire lesson (summarizing condition); (c) an IVR lesson presented in four segments, where students summarized after each segment (combined condition); and (d) an IVR lesson without any manipulation (control condition). Results: Results indicated that, compared to the control condition, adding segmentation or summarization to an IVR lesson leads to better transfer, but not to acquiring more factual knowledge. Combining the two methods did not improve learning. Conclusion: The findings support the evidence that choosing appropriate instructional methods for IVR lessons can foster transfer. Lay Description: What is currently known about the subject matter: The use of immersive virtual reality (IVR) in classroom settings is increasing rapidlyThere are mixed results related to the efficiency of using IVR for learning facts and conceptsFew studies have investigated if efficient instructional design guidelines generalize to IVRFew studies have investigated the efficiency of IVR within a children sample What their paper adds: A class‐room investigation of the value of using different instructional design methods for designing IVR lessons within a children sampleResults indicated that, compared to the control condition, adding segmentation or summarization to an IVR lesson leads to better transferAdding segmentation or summarization did not lead to more factual knowledge Implications of study findings for practitioners: Choosing appropriate instructional methods for IVR lessons can foster transferStudents profit most from IVR lessons when they are given opportunities for refection during or following the immersive experience [ABSTRACT FROM AUTHOR]

The main objective of this study is to determine whether boys and girls learn better when the characteristics of the pedagogical agent are matched to the gender of the learner while learning in immersive virtual reality (VR). Sixty‐six middle school students (33 females) were randomly assigned to learn about laboratory safety with one of two pedagogical agents: Marie or a drone, who we predicted serve as a role models for females and males, respectively. The results indicated that there were significant interactions for the dependent variables of performance during learning, retention, and transfer, with girls performing better with Marie (d = 0.98, d = 0.67, and d = 1.03; for performance, retention, and transfer, respectively) and boys performing better with the drone (d = −0.41, d = −0.45, d = −0.23, respectively). The results suggest that gender‐specific design of pedagogical agents may play an important role in VR learning environments. Lay Description: What is already known about this topic: A pedagogical agent is a character rendered on a screen who facilitates learning.How to render the basic characteristics of the pedagogical agent is an important topic of research.Studies generally have failed to find support for matching learners' gender to the characteristics of the pedagogical agent with instructional videos and animations.The role of onscreen pedagogical agents in immersive virtual reality (VR) has not been as well studied as in other areas. What this paper adds: The goal of this study is to determine how to create online pedagogical agents that are effective for learning in VR.These main outcomes of the study included performance in the simulation, as well as posttest learning and transfer tests.Girls performed better on all three outcomes with an animated young female scientist.Boys performed better on all three outcomes with a drone, rendered as a futuristic, hovering robot. Implications for practice and/or policy: The results suggest that gender‐specific design of pedagogical agents may play an important role in VR learning environments.Instructional designers should consider how to prime the learner's sense of social identification with the onscreen pedagogical agent while learning in immersive VR. [ABSTRACT FROM AUTHOR]

Recent studies exploring the effects of dynamic visualizations on learning compared with static visualizations have yielded mixed results. Procedural motor learning is one of the few fields in which dynamic representations have shown to be effective. Many of the studies have suggested that this advantage is mainly due to the activation of the "mirror‐neuron system." This study explores this explanation in physical education domain and analysed the effects of instructional media (video vs. photographs), showing tactical actions in basketball, on learning outcomes (i.e., game understanding and game performance), cognitive load (i.e., mental effort invested and estimated difficulty), and attitudes (i.e., attention, enjoyment, engagement, and challenge) in secondary school students. For all of the indicators, the results show that learning from video was more effective than learning from photographs. These findings have implications for the effective design of instructional media and provide confirmation of the superiority of video for teaching tactical actions involving the entire body. Lay Description: What is already known about this topic? Dynamic visualizations are ubiquitous tools to communicate temporal information.Evidence has showed that the effects of dynamic visualizations on learning compared with static visualizations have yielded mixed results.Dynamic visualizations may be particularly apt in teaching about motor skills, especially for tasks requiring hand manipulations, due to the mirror‐neuron system. What this paper adds? Using dynamic visualizations to portray information about tasks involving the entire body has a positive effect in learners, not only for their knowledge construction but also on their cognitive load and attitudes, compared with a more common instructional material (i.e., photographs). Implications for practice and/or policy: To select appropriate instructional media, physical education teachers should consider the limitations of learners' cognitive architecture.Dynamic visualizations are beneficial for teaching and learning contents involving human movements (i.e., basketball tactical actions), which supports the premise that the mirror‐neuron system helps overcome transitory information caused by human movement. [ABSTRACT FROM AUTHOR]

Purpose: Previous studies using the WHOQOL measures have demonstrated that the relationship between individual items and the underlying quality of life (QoL) construct may differ between cultures. If unaccounted for, these differing relationships can lead to measurement bias which, in turn, can undermine the reliability of results.Methods: We used item response theory (IRT) to assess differential item functioning (DIF) in WHOQOL data from diverse language versions collected in UK, Zimbabwe, Russia, and India (total N = 1332). Data were fitted to the partial credit 'Rasch' model. We used four item banks previously derived from the WHOQOL-100 measure, which provided excellent measurement for physical, psychological, social, and environmental quality of life domains (40 items overall). Cross-cultural differential item functioning was assessed using analysis of variance for item residuals and post hoc Tukey tests. Simulated computer-adaptive tests (CATs) were conducted to assess the efficiency and precision of the four items banks.Results: Splitting item parameters by DIF results in four linked item banks without DIF or other breaches of IRT model assumptions. Simulated CATs were more precise and efficient than longer paper-based alternatives.Discussion: Assessing differential item functioning using item response theory can identify measurement invariance between cultures which, if uncontrolled, may undermine accurate comparisons in computer-adaptive testing assessments of QoL. We demonstrate how compensating for DIF using item anchoring allowed data from all four countries to be compared on a common metric, thus facilitating assessments which were both sensitive to cultural nuance and comparable between countries. [ABSTRACT FROM AUTHOR]